Project Idea:
Students will develop empathy for the early colonists of Boston as they read Johnny Tremain with the class. As we read the book together, students will select a founding father which particularly interests them and will begin to �document� events from the perspective of that founding father as they occur in the book. Students will supplement the novel with other print and electronic resources to fill in the gaps of their founding father�s life. This research and understanding will be represented in an interactive timeline to be presented to members of the New Bern Historical Society. After students complete presentations, members of the New Bern Historical Society will present to students how the events in Boston in Johnny Tremain impacted the history of New Bern.
Driving Question:
-How can we communicate the events that led to the American Revolution for an audience of members of the New Bern Historical Society?
Audience:
-Members of the New Bern Historical Society (Possibly visitors of the New BernHistoricalCenter if the presentations are approved to be featured.)
Vocabulary:
Suggestion for activities with words:
-Use context clues in the sentence to identify the meaning of this word. Use your own words to create your own definition for this word.
-Rewrite the sentence with the vocabulary word by substituting a synonym in place of the vocabulary term. Why did the author choose to use the vocabulary word in this sentence? Did the author make the best choice? http://thesaurus.com/
-Paraphrase what the author is trying to tell the reader.
Dramatization presenting a view of everyday life during the time of the American Revolution. Shows the crafts, ways of life, and the differences of attitudes among various types of people living in the colonies. (duration: 30 minutes!) http://havefunwithhistory.com/movies/americans1776.html
Interactive Activity for students: On a cold evening in December of 1773, a small band of patriots made history when they dumped three ships worth of valuable tea into Boston Harbor. http://havefunwithhistory.com/activities/btp.html
Economic conditions of the 1700s were a contributing factor to the discontent felt by the American colonies towards Great Britain and were not easily overcome after independence..(duration: 2:38) http://havefunwithhistory.com/movies/colonialEconomy.html
Interactive Activity for Students: Test your knowledge about the American Revolution, and see if you can navigate your way to independence. Every correct answer gets you closer to liberty! http://www.pbs.org/ktca/liberty/road.html
Language Arts: RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
-Students will create a timeline of events of a founding father�s life leading up to the American Revolution. RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text. RL.5.6. Describe how a narrator�s or speaker�s point of view influences how events are described. RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent. RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently. RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Students will create print or animated journal entries from the perspective of a founding father as they relate to the events of Johnny Tremain. These journal entries will be hyperlinked
along a timeline.
- Students will need an understanding of the
selected founding father to be able to emulate his
voice in entries.
Math:
Maintained Skill: Selecting and creating an appropriate graph to represent data.
-Students will create a line graph of population of Boston along spectrum of timeline of events. Accompanying this line graph will be an analysis of why population increased/evolved as it did. (This will tie in nicely with the social studies content of reasons for immigration to the early colonies from England.)
-Students will create a line graph to include changes in specified weather conditions as they change throughout the seasons and course of the journal entries.
Science:
-5. L.2.1: Students know that there are different types of ecosystems (terrestrial and aquatic). These ecosystems can be divided into two types according to their characteristics:Oceans are large bodies of saltwater divided by continents. Oceans have many types of ecosystems depending on the conditions (sunlight, temperature, depth, salinity) of that part of the ocean. Most organisms live where the ocean is shallow (from the shoreline to the continental shelf) because sunlight can reach deep and the water is warm making food abundant. Some examples of organisms that live in the shallow ocean are drifters (jellyfish or seaweed), swimmers (fish), crawlers (crabs), and those anchored to the ocean floor (corals). -Journal entries of founding fathers will reflect consumption of natural resources of Boston such as shellfish collected from the wharf. 5.E.1.1: Compare daily and seasonal changes in weather conditions. 5.E.1.3: The Gulf stream moderates weather along the eastern seaboard, warming the air and land there during the cooler months.
-Journal entries will reflect presence of Gulf stream winds and weather changes which correlate to the seasons based upon research.
||
Social Studies:
-5.H.1: Analyze the chronology of key events in
the United States.
-5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen
colonies.
-5.H.2: Understand the role of prominent figures in shaping the United States
-5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).
-Students will create a timeline from the perspective of a founding father which documents the major events which contributed to the American Revolution. Journal entries will reflect political affiliations and actions of founding fathers and causes for immigration to Boston.
-Students will use Google earth images to support the migration of selected founding father.
Major Student Product:
-Students will create an interactive timeline of the events leading up to the American Revolution from the perspective of a founding father. Timelines will include written journal entries, video journal entries, journal entries in the voki format, etc. Journal entries will reflect a sound understanding of the voice/characterization of the selected founding father. Journal entries will also explain the reasons for immigrating to Boston and the political strife surrounding the conflict between Whigs and Tories including the Boston Tea Party and the origin of the Sons of Liberty.
Resources: -Johnny Tremain (1773 - ?)
-�Can�t you Make them Behave King George?� - read during lunch during second week of project
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-prezi.com
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
This online encyclopedia is safe and easy to use; it even creates a citation for you so that you can simply copy and paste the citation into your presentation. Woohoo! http://www.school.eb.com/elementary
Prior Reading:
-Witch of Blackbird Pond (1687-1688)
-�How Many days to America?� by Eve Bunting - Thanksgiving Story
Entry Event:
I�ll begin the day by allowing students the opportunity to earn money from me for completing the task of cleaning assigned areas of the classroom or playground. Students will oblige and earn money for their hard work. Students will look forward to spending the money and I�ll discuss the concept of capitalism. A member of the New Bern Historical Society will visit the class and require us to pay a tax on a good they�ll bring to us, whether or not we choose to partake in the good. The students will see this as something unfair and discussion of this will ensue. The member of the New Bern Historical Society will explain that, as the students live on the property of CravenCounty, students are required to pay. Students will, then, be invited to join them on a field trip to the NC History Center to learn more about New Bern�s colonial history. I�ll promise them that we�ll go on the trip and we�ll read Johnny Tremain as a method of learning more about this unfair treatment of collecting taxes on something we don�t want.
Fieldtrip to Support Project:
-TryonPalace
-NC HistoryCenter
Project Calendar:
Entry Event/Project begins on January 7th 2013. Advance calendar to January and February of 2013 to view calendar of project events.
Assessment: -Summative Assessment �
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations. -Formative Assessment�
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students� desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they�ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child�s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student�s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students� pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will have a tea party and...? (Kids can help decide upon supplemental activity during tea party.)
Project Teaching and Learning Guide:
Knowledge and Skills Needed by Students:
Scaffolding/Materials/Lessons to be Provided:
Date Accomplished:
Students will be introduced to purpose of the project.
Pam and Ken Sewell will visit the class and explain the purpose of the project. They�ll dress in period costume and act the part of an early colonist.
January 7, 2013
Verbal/Written Communication
Read and Think Critically
Accepts Feedback
Coach
Evaluate
Self-Motivation/Work Ethic
Time Management Skills
Collaboration
Ethical Use of Resources
Students will collaborate to create a list of project requirements after a discussion of what we'll expect to see in our final products.
Students will create a rubric which will be used to assess the final product after a disucssion of what we'll expect to see in our final products. This rubric will include assessment of self-motivation and work ethic, time management skills, and collaboration. This rubric will be used in the Project Progress report and as an aspect of the final evaluation. The rubric will have a place to document evidence of success and completion.
Centers/Mini-lessons with Mrs. Pearson and Mrs. Emmerich will serve to remind students of importance of citing borrowed work and paraphrasing valuable information.
Students will provide feedback to one another at the end of the work session on specific dates. This will be done through Quick Critiques and Focus Group Presentations to evaluate and support one another's product and progress.
Students will use their checklist of requirements to self-evaluate progress at our Project Progress point. This will then be passed to Cleland and will be the same sheet used to document teacher evaluation. This Project Progress report will be shared with parents in their red folder home along with a link for parents to access to view progress of projects.This will be composed of the checklist of requirements(content) and the student-created project rubric. This Project Progress report will not count as a grade. A copy of each project progress report will be made to include/reference/share with parents that evening at Project Progress Parent night and in the final evaluation of the project.
Project Requirements:
January 9, 2013
Project Rubric:
January 10, 2013
Quick Critiques: M-Th of project
Focus Group Presentations:
January 25, 2012
February 1, 2012
February 8, 2012
Project Progress report:
February 1, 2013
Project Progress Parent Night:
February 1, 2013 from 5 - 6
Final Presentations:
February 14 &15, 2012
Knowledge of Google Earth
Tech Tip: review of Google Earth features, uses, and purpose to chart path from England to Boston (This will be used in presentations to feature path selected Founding Father took to arrive at events covered in Johnny Tremain.)
January 11, 2013
Knowledge of Founding Fathers
-This will be supported throughout the reading of Johnny Tremain.
-Founding Fathers Presentations
jc-schools.net/dynamic/socst/socstppt/revolutionlexicon.ppt
myweb.bloomu.edu/jrp59166/pplesson.ppt
Extension for advanced students to explore(or anyone interested):
media.bsusd.com/PowerPoint/Revolution_EQUAL.ppt
-Students will be exposed to an example of a journal entry written from the perspective of one of these founding fathers to use as an example for their own journal entries.
January 14, 2013
January 15, 2013
Knowledge of Appropriate Research Sources and Techniques
-Mrs. Emmerich, Mrs. Pearson, and I will conduct lessons on available resources and how to find appropriate and credible resources.
Mrs. Emmerich will conduct a mini-lesson/center on locating and evaluating electronic resources.
Mrs. Pearson will conduct a mini-lesson/center on locating and evaluating print resources in the media center.
Mrs. Cleland will conduct a mini-lesson/center on locating and evaluating print resources in our classroom library.
January 16, 2013
Knowledge of Aspects of Colonial Life
-Students will take a field trip to the NC History Center and TryonPalace to learn more about the daily activities and challenges of members of a colonial society.
January 17, 2013
Knowledge of Embedding a Voki:
-Tech Tip: review of embedding or linking to a voki
January22, 2013
Knowledge of Prezi
-Tech Tip: review of Prezi.com features and uses
January 23, 2013
Knowledge of Hyperlinking sites and slides within PPT
-Tech Tip: review of hyperlinking features of PPT and linking slides within a PPT presentation
January 24, 2013
Knowledge of Creating a Graph within Presentation
-Tech Tip: review weatherunderground.com(review of previously completed activity from the beginning of the year in which students created graphs to represent collected weather data), review site referenced for population data, input sample data to correlate with journal entries and model linking to presentation
Project Title:
Tea Party Smarty
Project Idea:
Students will develop empathy for the early colonists of Boston as they read Johnny Tremain with the class. As we read the book together, students will select a founding father which particularly interests them and will begin to �document� events from the perspective of that founding father as they occur in the book. Students will supplement the novel with other print and electronic resources to fill in the gaps of their founding father�s life. This research and understanding will be represented in an interactive timeline to be presented to members of the New Bern Historical Society. After students complete presentations, members of the New Bern Historical Society will present to students how the events in Boston in Johnny Tremain impacted the history of New Bern.
Driving Question:
-How can we communicate the events that led to the American Revolution for an audience of members of the New Bern Historical Society?
Audience:
-Members of the New Bern Historical Society (Possibly visitors of the New BernHistoricalCenter if the presentations are approved to be featured.)
Content/Curriculum:
Discussion Questions:
Vocabulary:
Suggestion for activities with words:
-Use context clues in the sentence to identify the meaning of this word. Use your own words to create your own definition for this word.
-Rewrite the sentence with the vocabulary word by substituting a synonym in place of the vocabulary term. Why did the author choose to use the vocabulary word in this sentence? Did the author make the best choice?
http://thesaurus.com/
-Paraphrase what the author is trying to tell the reader.
Quick Clips:
http://teachertube.com/viewVideo.php?title=Too_Late_to_Apologize__A_Declaration&video_id=198463
http://havefunwithhistory.com/movies/townCrier.html
http://havefunwithhistory.com/movies/americans1776.html
http://teachertube.com/viewVideo.php?video_id=67102&title=Benjamin_Franklin___Statesmen_Inventor_Innovator&vpkey=&album_id=
http://www.history.com/videos/the-sons-of-liberty-and-the-boston-tea-party#the-sons-of-liberty-and-the-boston-tea-party
http://havefunwithhistory.com/movies/LexingtonConcord.html
http://havefunwithhistory.com/movies/revWar.html
http://havefunwithhistory.com/activities/btp.html
http://havefunwithhistory.com/movies/colonialEconomy.html
http://havefunwithhistory.com/movies/musket.html
RI.5.3. Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.
-Students will create a timeline of events of a founding father�s life leading up to the American Revolution.
RL.5.2. Determine a theme of a story, drama, or poem from details in the text, including how characters in a story or drama respond to challenges or how the speaker in a poem reflects upon a topic; summarize the text.
RL.5.6. Describe how a narrator�s or speaker�s point of view influences how events are described.
RI.5.6. Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.
RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.
RI.5.9. Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably.
-Students will create print or animated journal entries from the perspective of a founding father as they relate to the events of Johnny Tremain. These journal entries will be hyperlinked
along a timeline.
- Students will need an understanding of the
selected founding father to be able to emulate his
voice in entries.
Maintained Skill: Selecting and creating an appropriate graph to represent data.
-Students will create a line graph of population of Boston along spectrum of timeline of events. Accompanying this line graph will be an analysis of why population increased/evolved as it did. (This will tie in nicely with the social studies content of reasons for immigration to the early colonies from England.)
-Students will create a line graph to include changes in specified weather conditions as they change throughout the seasons and course of the journal entries.
-Journal entries of founding fathers will reflect consumption of natural resources of Boston such as shellfish collected from the wharf.
5.E.1.1: Compare daily and seasonal changes in weather conditions.
5.E.1.3: The Gulf stream moderates weather along the eastern
seaboard, warming the air and land there during the cooler months.
changes which correlate to the seasons based upon research.
||
-5.H.1: Analyze the chronology of key events in
the United States.
-5.H.1.2 Summarize the political, economic and social aspects of colonial life in the thirteen
colonies.
-5.H.2: Understand the role of prominent figures in shaping the United States
-5.G.1.4 Exemplify migration within or immigration to the United States in order to identify push and pull factors (why people left/why people came).
-Students will create a timeline from the perspective of a founding father which documents the major events which contributed to the American Revolution. Journal entries will reflect political affiliations and actions of founding fathers and causes for immigration to Boston.
-Students will use Google earth images to support the migration of selected founding father.
Major Student Product:
-Students will create an interactive timeline of the events leading up to the American Revolution from the perspective of a founding father. Timelines will include written journal entries, video journal entries, journal entries in the voki format, etc. Journal entries will reflect a sound understanding of the voice/characterization of the selected founding father. Journal entries will also explain the reasons for immigrating to Boston and the political strife surrounding the conflict between Whigs and Tories including the Boston Tea Party and the origin of the Sons of Liberty.
Resources:
-Johnny Tremain (1773 - ?)
-�Can�t you Make them Behave King George?� - read during lunch during second week of project
-student-selected and teacher-selected print resources
-student-selected and teacher-selected electronic resources
-prezi.com
-rubistar.com
-class wiki
-http://www.easybib.com/
-http://citation.org/
http://www.harcourtschool.com/activity/biographies/
http://www.landofthebrave.info/founding-fathers.htm
http://www.biography.com/people/groups/founding-fathers
http://colonialhall.com/
http://colonialhall.com/biodoi.php
http://www.timeforkids.com/content/invented-founding-father-0
http://www.history.org/kids/games/foundingFather.cfm
Patrick Henry:
http://www.ducksters.com/history/american_revolution/patrick_henry.php
Samuel Adams:
http://www.biography.com/people/samuel-adams-9176129
http://www.ducksters.com/history/american_revolution/samuel_adams.php
http://www.socialstudiesforkids.com/articles/ushistory/samueladams1.htm
http://www.revolutionary-war-and-beyond.com/samuel-adams-facts.html
http://www.ushistory.org/declaration/signers/adams_s.htm
John Adams:
http://www.biography.com/people/john-adams-37967
http://www.ducksters.com/biography/uspresidents/johnadams.php
Paul Revere:
http://www.biography.com/people/paul-revere-9456172
http://www.ducksters.com/biography/paul_revere.php
James Otis:
http://www.biography.com/people/james-otis-9430449
http://www.u-s-history.com/pages/h1204.html
http://www.newworldencyclopedia.org/entry/James_Otis
Benjamin Franklin:
http://www.ducksters.com/biography/ben_franklin.php
http://www2.lhric.org/pocantico/franklin/1706.htm
http://www.socialstudiesforkids.com/articles/ushistory/benjaminfranklin1.htm
http://bensguide.gpo.gov/benfranklin/
George Washington:
http://www.pocanticohills.org/washington/washington.htm
http://www.ducksters.com/biography/uspresidents/georgewashington.php
http://www.u-s-history.com/pages/h658.html
Use this resource to cite your sources. Remember to use multiple print and electronic resources to strengthen the credibility of your presentation.
http://elementary.oslis.org/cite-sources/mla-elementary-citation
The resource houses tons of graphics and sounds which are copyright-free sources.
http://www.ncwiseowl.com/zones/copyright/Free.html
This is an online tool which you are allowed to use to perform safe searches. Enjoy!
http://www.ipl.org/div/kidspace/
This online encyclopedia is safe and easy to use; it even creates a citation for you so that you can simply copy and paste the citation into your presentation. Woohoo!
http://www.school.eb.com/elementary
Prior Reading:
-Witch of Blackbird Pond (1687-1688)
-�How Many days to America?� by Eve Bunting - Thanksgiving Story
Entry Event:
I�ll begin the day by allowing students the opportunity to earn money from me for completing the task of cleaning assigned areas of the classroom or playground. Students will oblige and earn money for their hard work. Students will look forward to spending the money and I�ll discuss the concept of capitalism. A member of the New Bern Historical Society will visit the class and require us to pay a tax on a good they�ll bring to us, whether or not we choose to partake in the good. The students will see this as something unfair and discussion of this will ensue. The member of the New Bern Historical Society will explain that, as the students live on the property of CravenCounty, students are required to pay. Students will, then, be invited to join them on a field trip to the NC History Center to learn more about New Bern�s colonial history. I�ll promise them that we�ll go on the trip and we�ll read Johnny Tremain as a method of learning more about this unfair treatment of collecting taxes on something we don�t want.
Fieldtrip to Support Project:
-TryonPalace
-NC HistoryCenter
Project Calendar:
Entry Event/Project begins on January 7th 2013. Advance calendar to January and February of 2013 to view calendar of project events.
Assessment:
-Summative Assessment �
~Students will collaborate to design the rubric for the summative evaluation at the beginning of the project following the Entry Event and reveal of the Driving Question. (Source for Rubric: rubistar.com)
~At the conclusion of the project, prior to presenting, students self-assess on their copy of the rubric. This gets submitted to the teacher so that teacher evaluation can be documented on the same form. Students will add evidence of their reasons for evaluation.
~Students reference a copy of the rubric as they document peer evaluation on a spreadsheet to be submitted after presentations.
-Formative Assessment�
~Students will visibly visit the agreed-upon rubric daily prior to beginning work. This will be posted permanently in the classroom and will be expected to be out on students� desks as they work.
~Students discuss and create the project requirements based upon the teacher guidelines and expectations. These requirements will be organized into a supplemental checklist which students will check off as they�ve completed each aspect.
~Students will rotate plugging in to the projector each day during our work session so that peers can view their work and share tech tips.
~Students will complete a Quick Critique daily at the end of each work session. Students will trade places with a peer, review their product, and then provide them with one praise and one suggestion for improvement. These will be discussed orally with each other before concluding the Quick Critique.
~A project progress report will be submitted to parents at the end of two weeks based upon the checklist of requirements. An invitation to parents to check out their child�s work on their wiki will be included in the progress report.
~Students will upload their drafts, or a link to their draft, to the wiki at the end of each week. Students will be assigned a group for the week(which will change each week) and the members of the group will serve as audience members as each person presents their draft. Their audience members will provide two likes and two suggestions for improvement in the discussion tab of the student�s page. Each person of the group will have their turn as the presenter. Drafts will need to be renamed to avoid replacement on the students� pages after revisions are made.
Project Debrief:
Students will take a survey and feedback will be shared and discussed with the class. This may lead to completion of extra credit and changes to/creation of a future project.
Project Celebration:
The class will have a tea party and...? (Kids can help decide upon supplemental activity during tea party.)
Project Teaching and Learning Guide:
Read and Think Critically
Accepts Feedback
Coach
Evaluate
Self-Motivation/Work Ethic
Time Management Skills
Collaboration
Ethical Use of Resources
Students will create a rubric which will be used to assess the final product after a disucssion of what we'll expect to see in our final products. This rubric will include assessment of self-motivation and work ethic, time management skills, and collaboration. This rubric will be used in the Project Progress report and as an aspect of the final evaluation. The rubric will have a place to document evidence of success and completion.
Centers/Mini-lessons with Mrs. Pearson and Mrs. Emmerich will serve to remind students of importance of citing borrowed work and paraphrasing valuable information.
Students will provide feedback to one another at the end of the work session on specific dates. This will be done through Quick Critiques and Focus Group Presentations to evaluate and support one another's product and progress.
Students will use their checklist of requirements to self-evaluate progress at our Project Progress point. This will then be passed to Cleland and will be the same sheet used to document teacher evaluation. This Project Progress report will be shared with parents in their red folder home along with a link for parents to access to view progress of projects.This will be composed of the checklist of requirements(content) and the student-created project rubric. This Project Progress report will not count as a grade. A copy of each project progress report will be made to include/reference/share with parents that evening at Project Progress Parent night and in the final evaluation of the project.
January 9, 2013
Project Rubric:
January 10, 2013
Quick Critiques: M-Th of project
Focus Group Presentations:
January 25, 2012
February 1, 2012
February 8, 2012
Project Progress report:
February 1, 2013
Project Progress Parent Night:
February 1, 2013 from 5 - 6
Final Presentations:
February 14 &15, 2012
-Founding Fathers Presentations
jc-schools.net/dynamic/socst/socstppt/revolutionlexicon.ppt
myweb.bloomu.edu/jrp59166/pplesson.ppt
Extension for advanced students to explore(or anyone interested):
media.bsusd.com/PowerPoint/Revolution_EQUAL.ppt
-Students will be exposed to an example of a journal entry written from the perspective of one of these founding fathers to use as an example for their own journal entries.
January 15, 2013
Mrs. Emmerich will conduct a mini-lesson/center on locating and evaluating electronic resources.
Mrs. Pearson will conduct a mini-lesson/center on locating and evaluating print resources in the media center.
Mrs. Cleland will conduct a mini-lesson/center on locating and evaluating print resources in our classroom library.